英語-高中生英語學(xué)習(xí)動機(jī)的現(xiàn)狀調(diào)查和提升途徑研究

摘要高中階段的英語學(xué)習(xí)是英語學(xué)習(xí)的基礎(chǔ)，也是基礎(chǔ)的英語知識奠定的重要階段。因此此段學(xué)習(xí)過程是整個英語學(xué)習(xí)過程中最為重要的。高中時期的學(xué)生正處在青春叛逆時期，激發(fā)和挖掘?qū)W生內(nèi)心深處的學(xué)習(xí)動力與學(xué)習(xí)興趣是這一時期十分重要的教學(xué)手段，也是符合新課改教學(xué)要求的大膽嘗試。本文旨在通過調(diào)查和相關(guān)的問卷分析得知，目前高中學(xué)生學(xué)習(xí)英語的動機(jī)以及在學(xué)習(xí)過程中所面臨的問題，分析了其中的形成原因，根據(jù)學(xué)生學(xué)習(xí)的動機(jī)特點探討了提升高中生學(xué)習(xí)英語動機(jī)的途徑。同時，根據(jù)每類動機(jī)進(jìn)行具體培養(yǎng)方式分析：如改進(jìn)教學(xué)方法并運(yùn)用到教學(xué)內(nèi)、小組合作、直接表達(dá)、事實鼓勵、妥善運(yùn)用教學(xué)語言、設(shè)置教學(xué)評價等多種提升英語動機(jī)學(xué)習(xí)的途徑，在分析后調(diào)動主客觀因素來調(diào)動高中生學(xué)習(xí)英語的熱情。關(guān)鍵詞：高中英語；學(xué)習(xí)動機(jī)；提升途徑；激發(fā)；培養(yǎng)

ABSTRACTHighschoolEnglishlearningisthefoundationofEnglishlearning,butalsoanimportantstagetolaythefoundationofEnglishknowledge.Therefore,thislearningprocessisthemostimportantinthewholeEnglishlearningprocess.Highschoolstudentsareintherebelliousperiodofyouth,tostimulateandexcavatethestudents'innerlearningmotivationandinterestisaveryimportantteachingmethodinthisperiod,anditisalsoaboldattempttomeettheteachingrequirementsofthenewcurriculumreform.ThispaperaimstofindoutthemotivationofhighschoolstudentstolearnEnglishandtheproblemstheyfaceinthelearningprocessthroughtheinvestigationandrelevantquestionnaireanalysis,analyzethecauses,anddiscussthemotivationofimprovinghighschoolstudentstolearnEnglishaccordingtothecharacteristicsofstudents'learningmotivation.Atthesametime,accordingtoeachtypeofmotivation,thespecifictrainingmethodsareanalyzed:suchasimprovingteachingmethodsandapplyingthemtoteaching,groupcooperation,directexpression,factualencouragement,properuseofteachinglanguage,settingteachingevaluation,etc.,andmobilizingsubjectiveandobjectivefactorstomobilizehighschoolstudents'enthusiasmforlearningEnglish.Keywords：seniorEnglish;learningmotivation;wayofimprovement;stimulation;cultivation

TableofContentsChapterOneIntroduction………….…….…….…….……..….1ChapterTwoDefinitionandClassificationofLearningMotivation…………….32.1DefinitionofLearningMotivation………….32.2ClassificationofLearningMotivation………………...……………….……4ChapterThreeResultsofAQuestionnaireSurveyonEnglishLearningMotivationofYunyangNo.1MiddleSchoolinShiyanCity…….…………….……………63.1StrongPurposivenessinEnglishLearning…………...……..63.2LowInterestinEnglishLearning…………….……….6ChapterFourWaystoImproveEnglishLearningMotivation………….…….…84.1ImprovingTeachingMethodCorrectly……………………..84.1.1ReasonableTeachingSituation………..…………….84.1.2GroupCooperation………….……………………94.1.3Multi-mediaTeaching………..……104.2UsingTeachingLanguageProperly…………………104.2.1GoodandDirectExpression……………………104.2.2LogicalTeaching……………….…114.2.3EncouragingQuestions……………………..……114.2.4AConciseandMeaningfulSummary……………..….124.3DesigningTeachingEvaluationCleverly……………….…………...…134.3.1TimelinessEvaluation………………...134.3.2DiversityEvaluation……………………..…….……...134.3.3MeaningEvaluation………………….…….……14ChapterFiveConclusion…………………..……..16Bibliography……………………….17Acknowledgements………………..………..…..…18AppendixA……………………..….19ChapterOneIntroductionThenewEnglishCurriculumStandardspointoutthattheEnglishcurriculuminthebasiceducationstageshouldnotonlydevelopstudents’languageknowledgeandskills,butalsohavetheresponsibilityandobligationtocultivatestudents'positiveemotionalattitude.Englishcoursesshouldplayaspecialroleindevelopingstudents'emotionalattitude.Motivationisoneofthemostimportantfactorsinstudents'emotionalattitude,andlearningmotivationplaysakeyroleinEnglishlearning.Foreignlanguagelearningisaverycomplexprocess,whichisbothacognitiveandanemotionalprocess.Becausestudents'Englishlearningbehaviorisdominatedbyconsciousness,so,firstofall,studentsshouldhaveastrongdesiretolearnEnglish,fromthesubjectivegenerationofakindofmotivation,andtheninactiontopaytheimplementation.Thesuccessorfailureofteachers'teachingliesinstudents'learning.Therefore,howtocultivateandstimulatestudents'EnglishlearningmotivationthroughmiddleschoolEnglishteachingisoneofthemainproblemsfacedbyourmajorityofmiddleschoolEnglishteachers.Inordertoachievethegoaloftalenttrainingandstrengthdevelopment,Chinamustimprovethequalityofquality-orientededucation,introduceandlearnadvancedscientificandculturalknowledge,andenablestudentstomasterscientificskills.However,languagesvaryfromcountrytocountry.Inordertoachievecross-culturalexchangeandcommunicationandrealizethetransnationalrelayofscienceandtechnology,talentsinallaspectsneedtomasterEnglishwell.AllaspectsoflifeinvolvetheuseofEnglish.Forexample,importedinstrumentsandequipment,medicineanddailynecessitiesarecloselyrelatedtotransnationaltrade.LearningandmasteringEnglishhelpstoimproveindividualknowledgeandskills,achievecross-culturalcommunication,andthuscontributetotheprosperityofthecountry.However,therearemanyreasonswhyourEnglishlearningresultsareunsatisfactory.Forexample,everyone'slanguagelearningabilityisuneven,andthereisagreatdisparityinlanguageimitationability.Chineseasamothertongue,studentswillunconsciouslyapplyChineselearninghabitstoEnglish,butEnglishandChineselanguagestructureisdifferent,learningandacquisitioncannotberigid,plusthelackoflanguageenvironment,teachersandstudentscannotbeinfluencedbyEnglishindailylife.Students'innerfeelingoflearningEnglishisalsodifferent.Forexample,students'confidenceinlearningChinesewillbedifferentfromstudents'confidenceinlearningEnglish,feelingthattheyarenotcapableorevenunabletocompletethetask.Therefore,onlywhenstudentsdonothavegreatdifficultiesinlearningEnglish,studentswillhaveconfidenceinlearningEnglishandbemoreconfident.WhenyoufeelhappyinEnglishlearning,youwillmobilizetheimpulseofstudentstolearnEnglish.Thus,itcanbeseenthatitisextremelyimportanttostimulatestudents'motivationinEnglishlearning.Thispaper,throughaquestionnairesurveyofYunyangDistrictNo.1MiddleSchoolinShiyan,HubeiProvince,studiesthereasonsforthelackofmotivationinhighschoolEnglishlearning,andmakesamultidimensionalanalysisaccordingtothespecificsituation,soastoprovidesometeachingideasforEnglishteachers.ForEnglishteachingdilemmatoprovidereferenceadvice,makeacertaincontribution.

ChapterTwoDefinitionandClassificationofLearningMotivationNeedtopromotethegenerationofpeople’smotivation,onlywiththemotivation,peoplewilltrytofindtoachievetheirgoals.EnglishlearningmotivationisthereasonanddirectmotivationforindividualstolearnEnglishwell.OnlybyunderstandingwhatEnglishlearningmotivationisanditscomposition,canindividualsbeencouragedtoimprovetheirEnglishlearningeffect,soastoachievecertainneedsofindividual.SimilarlymotivationiscrucialtoEnglishlearning,anddifferenttypesofmotivationwillleadtodifferentlearningefficiency.Therefore,teachersmustunderstandthemaintypesofstudents'learningmotivation,andmakefulluseofthismotivationinthedailyteachingprocesstostimulatestudent’slearningefficiency.2.1DefinitionofLearningMotivationTherearedifferentinterpretationsoftheconceptofmotivationindifferentfields.GardnerandLambertarguedinAttitudesandMotivationinSecondLanguageLearningthatmotivationinlanguagelearningisacomplexsynthesis,whichcombinesanindividual'sdesiretolearnacommunicationtoolwellwithanindividual'sspontaneousextrinsictendency.AndinthearticleMotivationandMotivatingintheForeignLanguageClassroom,HungarianscholarDornyeianalyzedin1998,sortedoutandsummarizedtheexistingresearchresultsonsecondlanguagelearningmotivationproposedbyGardnerandotherscholars.InSelf-DeterminationTheory(SDT;Deci&Ryan,1985)wedistinguishbetweendifferenttypesofmotivationbasedonthedifferentreasonsorgoalsthatgiverisetoanaction.Accordingtotheanalysisresultsofthemainstreammotivationalpsychology,the3Darchitecturemodelofthefieldofforeignlanguagelearningmotivationisproposedbydeeplyintegratingthemotivationandlearningsituation.Itincludeslanguagelevel,learnerlevelandlearningsituationlevel,basedonwhichforeignlanguagelearningmotivationismeasuredanddefined."Whetherthemotivationincreasesgraduallydependsonwhetherlearnerstakeresponsibilityfortheirownlearning."Learningsuccessandfailureareattributedtothelearner'sowneffortsandstrategies,ratherthanotherfactors.Thisdesireisrelativelystrong,andtheindividualalsohasapositivestateoflearning.Therearevariousconnectionsandinterlacingbetweendifferentmotivations.Whenanindividualsetsagoal,heorshewillstimulateoneorseveralkindsofmotivationsinordertoachievehisorhergoal,whichwillbeverystrong.Thedifferenceofmotivationsmayleadtoconflictsbetweeninternalstructuresofmotivations,especiallywhenanindividualwantstoachieveacertaingoal,themotivationsmayproducecontradictionsandconflictswiththegoal.Atthistime,theymayavoideachother,ortheymaydirectlyavoidtheconflict,therewillbedouble-avoidanceconflictandavoidance-avoidanceconflict.InGardner'smodelofsocialeducation,hebelievesthatlearningmotivationispeoplewhodevotemoreorlesstimeandefforttotheirowngoals,thatis,thepsychologicaldrivetolearnalanguagewellwhenanindividualhasacorrectandpositiveattitude.ScholarsgenerallyagreewithGardner'sdefinitionofmotivation.ForeignlanguagelearningmotivationhasnothingtodowithindividualIQ,butisakindofpsychologicaldrive.Thiskindofpsychologicalfluctuationwilldirectlycausethechangeofindividualacquiredbehaviorandaffectindividuallearning.ThefluctuationofEnglishlearningdrivewillleadtodifferentlanguagelearningeffectsoflearners.It'saninternalforce.MostresearchersbelievethattheessenceofmotivationiswhatindividualsproduceatthepsychologicalleveltocompleteallthetimeWhateverthereason,thismentaldrivehelpspeoplepersevereandpersevereinachievingtheirgoals.Therefore,intheaspectoflearning,itisnecessarytomobilizethedriveofstudentstolearnEnglish,sothatmostresearchersbelievethattheessenceofmotivationistheindividualpsychologicallevelhasbeentocompletethings,nomatterwhatthepsychologicalreasonis,thispsychologicaldrivecanhelppeopleinthecompletionofthegoalofperseverance,notafraidofsuffering.Therefore,intheaspectoflearning,itisnecessarytomobilizethedriveofstudentstolearnEnglish,sothatmostresearchersbelievethattheessenceofmotivationistheindividualpsychologicallevelhasbeentocompletethings,nomatterwhatthepsychologicalreasonis,thispsychologicaldrivecanhelppeopleinthecompletionofthegoalofperseverance,notafraidofsuffering.Therefore,inlearning,tomobilizethedriveofstudentstolearnEnglish,sothatstudentscannotbeafraidofproblems,donotretreattoachievethegoalofcompletingthetaskoflearning.Gardner'sdefinitionoflearningmotivationisadoptedinthisstudy.2.2ClassificationofLearningMotivationAccordingtothepurposeofforeignlanguagelearning,somescholarsdivideforeignlanguagelearningmotivationinto"integrationmotivationandinstrumentalmotivation".Studentswithintegrationmotivationlearnaforeignlanguagemainlytointegrateintotheforeignlanguagecommunitysystemandexpecttohavegoodandeffectivecommunicationwiththepeopleintheforeignlanguagecommunity,soastobettercommunicatewithorgetclosetothepeopleintheforeignlanguagecommunity.Gettoknowtheirculture.instrumentalmotivation,ontheotherhand,foreignlanguagelearnerswithInstrumentalmotivationpaymoreattentiontospecificgoalsofmasteringforeignlanguageknowledgeintheprocessofforeignlanguagelearning,aimingatobtainingsomepracticalbenefits,suchasgettinggoodscoresinforeignlanguageexams,gettingjobpromotionopportunities,orgoingabroadforfurtherstudy.Thesalientfeatureofinstrumentallearningisthatlearningisselectiveandthelearningtimeisnotlasting.Accordingtotheinternalandexternaldimensionsoflearningmotivation,itcanbedividedintointrinsicmotivationandextrinsicmotivation.Intrinsicmotivationreferstotheintrinsicmotivationoflearnerstolearnaforeignlanguage,whichmainlycomesfromwithinthelearners.Forexample,learnershaveastronginterestinforeignlanguagelearningandastrongcuriosityandthirstforknowledge.Forforeignlanguagelearnerswithintrinsicmotivation,motivationsatisfactioncomesfromwithinratherthanoutsideforeignlanguagelearningactivities.Thispartofforeignlanguagelearnersdonotneedexternalmeansandincentivesorpunishmenttomotivatethemtolearnaforeignlanguage,becauselearningaforeignlanguageisitsownmotivationforthem.Theirlearninggoalistosatisfytheircuriosityorinterest,tomasterthesubjectknowledgerelatedtotheforeignlanguage,sothattheycangetsatisfactionintheprocessoflearningaforeignlanguage.Onthecontrary,extrinsicmotivationreferstoaseriesofforeignlanguagelearningactivitiescarriedoutbyforeignlanguagelearnerswhoarestimulatedandinfluencedbytheoutsideworld.Thesatisfactionoftheirmotivationcomesfromtheoutsideratherthantheinsideofforeignlanguagelearningactivities.Forexample,somestudentslearnaforeignlanguagemainlytopleaseparentsandteachers,getrewardsfromthem,oravoidpunishment.Students'foreignlanguagelearningbehaviordoesnottakeacquiringforeignlanguageknowledgeasthefundamentalgoal,buttocompleteothertasksandobtainadditionalexternalrewardsafterachievingexpectedlearningachievementstoachievetheirownpsychologicalsatisfaction.ChapterThreeResultsofAQuestionnaireSurveyonEnglishLearningMotivationofYunyangNo.1MiddleSchoolinShiyanCityThroughthedesign,modification,distribution,recyclingandstatisticsofthequestionnaire,theauthorconductedarandomsurveyofthestudentsinthefirstmiddleschoolofYunyangDistrict,ShiyanCity,theteacherinchargeofthequestionnaire,thestudentsfillinthequestionnairerandomly,toensuretheauthenticityofthequestionnairesurvey.Thereare30relevantquestionsinthisquestionnaire.Thefollowingconclusionsaredrawnthroughthequestionnaire3.1StrongPurposivenessinEnglishLearningThecurrentwayofselectingtalentsinChinaisthecollegeentranceexamination,andinordertofollowtheworldtrend,ChinahasmadeEnglishacompulsorypartofthecollegeentranceexamination.However,accordingtothequestionnaire,moststudentslearnEnglishforthepurposeoftakingthecollegeentranceexaminationorstudyingabroad.In2010,MaLanfangpublishedanarticleontheReasonsforStudents'LackofMotivationinEnglishLearninginTianzhongJournal,whichalsodeeplyrealizedtheimportantreasonforstudents'strongpurposeinEnglishlearning.ShesaysitisbecauseofalackofawarenessoftheimportanceoflearningEnglish,StudentsexperiencewhenlearningEnglishlessthanhappy,graduallylostthemotivationtolearn.AndEnglishasacompulsorysubject,studentsintheheartofakindofhavetolearntheidea.Oftenthiskindofthoughtdominatesthestudents'learning,makingthem"painandpleasure"inlearning.3.2LowInterestinEnglishLearningAccordingtothequestionnaire,manystudentsarenotinterestedinEnglish,thefirstreasonisthepoorfoundationofEnglish.FromthebeginningoflearningEnglishdidnotcultivategoodlearninghabitsofstudents.Languageacquisitionisaprocessthatrequiresstudents'continuouscontactandapplication.ThesecondistotakeEnglishlearningasaburden.Primaryschoolisthestartingpointandimportantstagetocultivatestudents'interestandhabitoflearningEnglish.Theclassroomshouldbefullofcolorfulgamesanddiversifiedinteractivesituationalperformances,buttheexcessivelackofmechanicaldrillsincontextandfrequentdoingproblemsanddictationofwordswillmakechildrenthinkthatEnglishisonlyasubjectofexamination,whichisaburdenandpressure.IjustlearnEnglishtocopewiththeexam,naturallylostinterestinEnglishlearning.Inhermaster'sthesis,QiaoXiaoying(2012)wrote:"Highschoolisanimportantstageofyouthdevelopmentandlanguagelearning.Studentsatthisstageareintheearlystageofpsychologicaldevelopment.Theirthinkinggraduallybecomesmatureandtheiremotionalstabilitygraduallyimproves,butatthesametime,theyalsofacegreatpressuretogotoschool.LearningEnglishisonlyforcedbythepressureofcollegeentrance,passiveacceptance,learningeffectisnotgood;Ortheyjustloseinterestandgiveup."[4]1Fromthispointofview,howtostimulatestudents'Englishlearningmotivationisacommonproblemfacingteachers.ShenYueqiang(2012)thinkthatthismotivationfactorisamotivationfactorfromtheheartofstudentswithstrongsubjectivity,whichcanencouragestudentstogivefullplaytotheirownsubjectiveinitiativeandcompleteEnglishlearningtaskshappily.Itisamanifestationofstudents'intrinsicmotivationinlearning,whichisalsocreatedbythe"integrativemotivation"theoryintheclassicmodelofGardnerandLambert.Itistheconcreteapplicationoflearningmotivationtheoryinpractice.

ChapterFourWaystoImproveEnglishLearningMotivationofSeniorHighSchoolStudentsEnglish,asthemostimportanttoolforinternationalcommunication,isbecomingmoreandmoreimportant.Therefore,EnglishteachingplaysanimportantroleinChina.ResearchersarethinkingaboutwhystudentsencounterbottlenecksinEnglishlearning.WhyisitthatstudentsstillhavepoorEnglishlearningresultsafterspendingalotofhuman,materialandfinancialresources?Webelievethatmotivationtolearnisthemostcriticalfactorinfluencingthelearningprocess.Motivation,asanimportantcontentinpsychology,hasbeenrepeatedlystudiedanddemonstratedbymanypsychologyexpertsathomeandabroad.Intheteachingprocess,duetothelackofmotivationofmanystudents,itisdifficultforteacherstoeffectivelyimplementEnglishteaching.Sohowtomotivatestudentstolearn？4.1ImprovingTeachingMethodTheultimategoalofimprovingmathematicsclassroomteachingmethodsistoimprovetheeffectivenessofteachers'teaching,achievethepurposeofimprovingtheefficiency,efficiencyandeffectofstudents'learning,andfinallyletstudentsandteachersimproveanddeveloptogether.Thepremiseofteachingeffectivenessistoconformtoregularity.Teachingactivitiesaretheactivitiesofcultivatingpeople.Onlybyrespectingthelawofhumandevelopmentandthelawofteaching,canteachingbereallyefficient,efficientandeffective.4.1.1ReasonableTeachingSituationIfateacherwantstoimprovetheclassroomteachingeffect,hemustpayattentiontotheroleofclassroomteachingenvironment,shouldcreateagoodandpositiveclassroomteachingenvironment,makeitbecomethecatalysttoimpartknowledge,cultivateinterest,enlightenwisdom,improveconsciousness.Ideologicalandmoralteacherscreatespecificscenesoratmosphereswithimagesasthemainbodyandfullofemotionsaccordingtothetextbooks,soastopromotestudents'emotionalexperience,stimulatestudents'learninginitiative,helpstudentsquicklyandcorrectlyunderstandthecontentofideologicalandmorallearning,promotethecomprehensiveandharmoniousdevelopmentoftheirpsychologicalfunctions,andimprovetheefficiencyofideologicalandmoralclassroomteaching.Teachingsituationisalearningenvironmentforstudentstoactivelyconstructlearning.Ofcourse,theteachingenvironmentcreatedbyteachersmustconformtostudents'cognitivestatusandlifeexperience,anduseteachingsituationmaterialsrelatedtostudents'lifeandpracticalexperience.Asonecurriculumexpertpointsout,"togetastudentwhereyou'regoing,youhavetoknowwhereheis."Agoodteachingenvironmentmustbesomethingstudentsarefamiliarwith,somethingstudentscanfindorbesimilartointheirpersonalexperience,andcanunderstand.Teachersgettoknowstudentswellthroughhomevisits,conversationswithstudentsandparticipationinvariousactivitieswithstudents.Onlyinthisway,whencreatingateachingsituation,canwefindandscreenoutthecurriculumresourcesthatstudentsareinterestedin,challengingandcanfreelyparticipateinexplorationandinnovationintheirfamiliarlife.Teachingsituationisalearningenvironmentforstudentstoactivelyconstructlearning.Ofcourse,theteachingenvironmentcreatedbyteachersmustconformtostudents'cognitivestatusandlifeexperience,anduseteachingsituationmaterialsrelatedtostudents'lifeandpracticalexperience.Thenewcurriculumrequiresteacherstohavetheawarenessofcurriculumresources,andtodevelopandutilizetheavailablecurriculumresourcesinschool,outsideschool,natureandcommunity,aswellastheinformationcurriculumresources.Onlyinthiswaycantherebealargenumberofmaterialstochoosefrom,andfromwhichthemostappropriateuseandcreationofteachingsituationcanbeselected.Asonecurriculumexpertpointsout,"togetastudentwhereyou'regoing,youhavetoknowwhereheis."Agoodteachingenvironmentmustbesomethingstudentsarefamiliarwith,somethingstudentscanfindorbesimilartointheirpersonalexperience,andcanunderstand.Teachersgettoknowstudentswellthroughhomevisits,conversationswithstudentsandparticipationinvariousactivitieswithstudents.Onlyinthisway,whencreatingateachingsituation,canwefindandscreenoutthecurriculumresourcesthatstudentsareinterestedin,challengingandcanfreelyparticipateinexplorationandinnovationintheirfamiliarlife.4.1.2GroupCooperationThroughmyteachingpractice,"groupcooperativelearning"althoughhasachievedsomeresults,butwealsonotdifficulttofind,intheprocessofguidingstudentsingroupcooperativelearning,theorganizationofsomeactivitiesoftenbecomeamereformality,groupactivitiesstayinthesuperficiallevelofyousayyou,IsayI,didnotachievetherealsenseofcommunication,communication,interaction,explorationeffectbetweenstudents.Then,howtoeffectivelycarryoutgroupcooperativelearninginclassroomteachingtoachievethepredeterminedpurpose?InthearticleStudyontheEnglishLearningMotivationandLearningStrategiespublishedbyHuangChen(2020),itispointedoutthatdevelopinglearningstrategiesisextremelyimportantforthewholelearningprocess.Hepointedatfirstofall,weneedtobuildupateamspiritandawareness.Whenorganizingexchangeactivities,weshouldmakestudentsrealizethatagroupisarelativelyindependentgroup,andeachmemberisamemberofthisgroup.Theeffectivenessandsuccessofgroupcooperativelearningdependsoneachmember'sowneffortstoacertainextent.Itmustbethroughcommunication,cooperation,seekingcommongroundwhilereservingdifferences,andmutualpromotionamongteammembers.Whenteammembersmakeprogress,letthempersonallyfeelthatitistheresultofjointefforts,containsthecollectivehonor."Themembersofthefirstgroupareactivelyspeakingandlisteningwhendiscussingproblems.Theywillbesuccessfultogether!""Canyoutellushowyourteamisdoing?"(Askingstudentstoreportresultsrepresentstheopinionsofagroup,andthegroupmemberswillbeproudofit,willlistencarefully,andwillbepreparedtoadd.)"Whowouldliketorepresenttheirgroupanddemonstratetheprocess?"……Students'teamworkspiritandsenseofcooperationneedourcontinuousguidanceandcultivationtograduallyform,wenotonlyletthemgraduallyfeelthehappinessoflivingandlearninginthegroup,butalsoteachthemtolookattherelationshipbetweentheindividualandthecollectiveobjectively,soastobetterstimulatetheircollectivesenseofhonor.4.1.3Multi-mediaTeachingLiuMengjunwriteaparagraphinhermaster'sthesis,AsurveyontheUseofMotivationalRegulationStrategiesinEnglishlearningamongHighSchoolStudentssays:“NowdayswiththedevelopmentoftheInternet,teacherscanalsocollectrelevantinformationaboutMRSthroughtheInternetandunderstandthem.Itmeanshighschoolstudents.IntroducemultimediateachingintoEnglishclassroomteaching,givefullplaytotheroleofmultimediatechnologyinmiddleschoolEnglishteaching,injectnewvitalityintoclassroomteaching,createthebestsituation,soastoobtainthebestteachingeffect,effectivelyrealizeandoptimizethereasonableintegrationoftraditionalclassroomteachingandmultimediaresources,stimulatestudents'interestinlearning,Letstudentsinthedull,limitedclass"move"toachieveawin-winteachingeffectandlearningefficiency.”[7]14Teachingpracticehasprovedthatweshouldmakechoicesaccordingtotheteachingconditionsofourschool,thelearningbasisofthestudentsandtheirownhabitsandspecialties,andmakefulluseofmultimediatechnology,flexiblydealwithandintegratethecontentofthenewtextbook,oradd,ordelete,orconcentrate,orsimplify,highlightthekeypoints,skillfullysolvethedifficultpoints,andmakethecomplexsimple,makethedifficulteasy.Especiallyinthegrammarreviewclass,wewillinputthegrammarexplanationandexamplesentencesintothecomputer(trytomakebeautiful,appropriateuseofart,bold,italic,underline,color,backgroundandpresentationmethods),directlyprojectedtothebigscreeninclass,studentslistentotheteacher'sexplanationatthesametime,butalsoseeclearly.EncouragestudentsatdifferentlevelstoaskeachotherquestionsinEnglishbasedonPowerPointquestions.Atthesametime,thequietandharmoniousmusicbringsstudentsintoavivid,vivi